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Preface | ||
Acknowledgements | ||
Pt. I | The background to teacher effectiveness research | 1 |
1 | Differentiated teacher effectiveness : framing the concept | 3 |
2 | The range of teachers' work | 12 |
3 | Historical models of teacher effectiveness | 24 |
4 | Review of current research in teacher effectiveness | 41 |
Pt. II | Towards a differentiated model | 59 |
5 | A critique of teacher effectiveness research | 61 |
6 | Developing a model of differentiated teacher effectiveness | 74 |
7 | Evidence in support of differentiated teacher effectiveness | 84 |
8 | Building theory and methodology | 99 |
Pt. III | Values and policy implications | 111 |
9 | Effective teaching and values | 113 |
10 | Differentiated teacher effectiveness and teacher appraisal | 125 |
11 | Educational policy implications | 136 |
Pt. IV | Differentiated teacher effectiveness research : the model in practice | 147 |
12 | A study of aspects of differentiated effectiveness | 149 |
Bibliography | 196 | |
Index | 220 |
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Add Assessing Teacher Effectiveness: Different models, How can we really evaluate teacher effectiveness? Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation? Based on inter, Assessing Teacher Effectiveness: Different models to your collection on WonderClub |